This paper analyzes the effect that three different approaches for teacher professional development based on the maker education have on teachers’ self-perceived ability for implementing the maker educational practices. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. Concretely, individual and practical activities requiring the development of a maker project are the ones that help the most to improve teachers’ self-perception regarding the maker and STEM education in primary education levels.
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